The MARIO Framework® pedagogy is founded on what science has revealed about learning – including
disciplines concerning the whole person and the ways we gain mastery.
These academic researchers support our mission to help bridge the gap between educational researchers and practitioners. Together with MARIO, they are committed to empowering and inspiring more educators to become teacher-researchers.
Ball State University
Penn State University
Growing Minds Consulting, LLC
Practical Psychological Services
University of Colorado, Colorado Springs
University of Houston-Clear Lake
Penn State University
University of Winchester
Practical Psychological Services
Kristianstad University, Faculty of Education
University of Houston-Clear Lake
Malmö University
University of Winchester
Linneaus University
Kristianstad University, Faculty of Education
Point Loma Nazarene University
Malmö University
Monash University
The results of this study suggest that brief and targeted one-to-one conversations occurring every class period result in statistically significant gains in student academic outcomes as measured by GPA. Specifically, students who were in the Intensive Studies course that included the brief, one-to-one conversations, called the MARIO intervention, showed higher GPA in core courses than students in the control Intensive Studies course.
Director of Scientific Affairs at Boston Strategic Partners
Author & Founder of Novak Education
Co-Founder & CEO of MARIO Education
We understand that educators are pressed for time. To help, our team reviews recently published studies on a monthly basis and posts key findings and potenti
DeVries, Knickenberg, and Trygger report complex relationships between student characteristics (ie. the presence of learning differences), and self-perceived inclusion and academic self-regard.
The study explores factors that affect data-based decision making (DBDM), which has been established as an essential part to student progress, particularly for those with learning differences.
All students should have access to a range of program options that will be appropriately challenging and help them to develop the skills, attitudes, and experience needed to be successful post-school.
As special educators, we need to be aware of how and why students respond to reading comprehension interventions and how attention affects reading comprehension.
Metacognitive skills, when paired with a growth mindset, provide complementary skill sets and may be particularly beneficial for students in low socioeconomic school settings.
Identifying these internal and external factors can help universities ensure that they have the necessary resources in place to support students with disabilities.
Teacher language within general and special education classrooms differs for students with autism, resulting in potentially negative impacts.
Just as we develop our students’ self-efficacy and acknowledge the importance of our social presence during face-to-face learning, as the world continues to shift and technology becomes more prominent, we need to consider further enhancing our pedagogical practices for online learning.
The implication of this study for educators is that utilizing peer-mediated interventions, within academic, SEL, and executive function lessons, is once again proven an evidence-based approach to increasing academic gains.
Employing effective classroom management techniques can pave the way for positive teacher-student relationships and create a safe space for students to learn, improve behavior, and increase academic achievement.
DeVries, Knickenberg, and Trygger report complex relationships between student characteristics (ie. the presence of learning differences), and self-perceived inclusion and academic self-regard.
The study explores factors that affect data-based decision making (DBDM), which has been established as an essential part to student progress, particularly for those with learning differences.
All students should have access to a range of program options that will be appropriately challenging and help them to develop the skills, attitudes, and experience needed to be successful post-school.
As special educators, we need to be aware of how and why students respond to reading comprehension interventions and how attention affects reading comprehension.
Metacognitive skills, when paired with a growth mindset, provide complementary skill sets and may be particularly beneficial for students in low socioeconomic school settings.
Identifying these internal and external factors can help universities ensure that they have the necessary resources in place to support students with disabilities.
Teacher language within general and special education classrooms differs for students with autism, resulting in potentially negative impacts.
Just as we develop our students’ self-efficacy and acknowledge the importance of our social presence during face-to-face learning, as the world continues to shift and technology becomes more prominent, we need to consider further enhancing our pedagogical practices for online learning.
The implication of this study for educators is that utilizing peer-mediated interventions, within academic, SEL, and executive function lessons, is once again proven an evidence-based approach to increasing academic gains.
Employing effective classroom management techniques can pave the way for positive teacher-student relationships and create a safe space for students to learn, improve behavior, and increase academic achievement.
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